1. The Beginnings of Life
Nature
and
Nurture;
Physical,
Social,
and
Cogni7ve
Development
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
2. The Beginnings of Life
Capacio, Krista Kae T. & Larrazabal, Ma. Amale Y.
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
3. Nature and Nurture
Human beings enter Knowledge is acquired
the world with an through experiences and
inborn store of interactions with the
knowledge and world.
understanding of
reality. 17th
Century
Could be accessed
through careful
reasoning and
introspection.
JOHN LOCKE!
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
4. For short,
HEREDITY ENVIRONMENT
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
5. The mind of a newborn infant
is a tabula rasa (blank state).
Knowledge is provided
entirely by experience; there
JOHN LOCKE! is no built-in knowledge.
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
7. 19th
Century
CHARLES DARWIN!
Theory
of
Evolu-on
8. 19th
Century
CHARLES DARWIN!
Theory
of
Evolu-on
HEREDITY
9. BEHAVIORISM
20th
Century
B.F. Skinner
Human nature is
John B. Watson
completely malleable.
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
10. “Give me a dozen healthy infants, well-formed, and
my own specified world to bring them up in, and I’ll
guarantee to take any one at random and train him
to be any type of specialist I might select—doctor,
lawyer, artist, merchant chief, and yes, even beggar-
man and thief, regardless of his talents, penchants,
tendencies, abilities, vocations, and race of his
ancestors.” (1930)
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
11. Today, most
psychologists agree not
only that both nature
and nurture play
important roles but
also that they interact
continuously to guide
development.
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
13. Newborn
100 Billion Neurons 3 years
but
with
few
connec-ons
3x larger brain
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
14. Brain Development
2-6 • Left brain hemisphere develops more
years
fully which may explain why children
acquire language quickly.!
!
Middle • Handedness—the preference for using
childhood one hand !
!
15. Brain Development
influenced
by
Genetic
factors
Stimulation or
deprivation a
fetal
behavior
child receives
from the
environment in
early years.
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
16. Genes program us.
maturation
A
process
that
expresses
gene7cally
determined
characteris7cs.
A
determined
sequence
of
growth
or
change
that
is
rela7vely
independent
of
external
events.
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
17. Fetal behavior Organ development
kicking,
turning,
etc.
If
the
mother
contracts
Follows
an
orderly
sequence
rubella,
damage
depending
on
stage
growth.
depends
on
which
organ
system
was
developing
during
the
7me
of
3 months of
pregnancy
infec7on
Motor Development
AEer
birth
Illustrates
the
interac7on
between
gene7cally
programmed
matura7on
and
environmental
influences.
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
18. William James
A
newborn
sees
the
world
a
buzzing,
blooming
confusion.
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
20. Vision
limited focus
nearsighted
Hearing
Able to distinguish
different sounds.
Proof: head-turning response
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
21. Taste and Smell
• Babies prefer sweet-tasting liquids over others.
• Babies prefer breast milk over others.
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
22. Learning and Memory
• 3-month-old babies already have good memories.
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
23. Motor Skills
Gross motor skills
Involve
the
use
of
large
bodily
movements.
Fine motor skills
Involve
the
use
of
small
bodily
movements.
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
24. Cognitive Development
in Childhood
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
25. Psychological
thinking
about
children’s
cogni7ve
development
is
dominated
by
two perspectives.
Environmen-‐
tal-‐learning
perspec-ve
Biological
Matura-on
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
26. Schemas
Theories
about
how
the
physical
and
social
worlds
operates
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
27. Piaget’s
4
Stages
of
Cogni-ve
Development
Sensorimotor
stage
Stage
of
Concrete
Operations
Stage
of
Formal
Preoperational Operations
stage
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
28. Sensorimotor Stage
• First 2 years!
• Relationship between actions
and consequences!
• Concept of themselves as
separate form the external
world!
object permanence
Awareness that an object continues to exist
when it is not present.!
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
29. Preoperational Stage
• 1 ½ - 2 years!
• Use symbols!
• Does not comprehend rules and
regulations or operations!
• Dominated by visual
impressions !
egocentrism
Belief that everyone sees things the way you
do. !
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
30. Operational Stages
• Ages between 7 & 12!
• Conservation concept!
• Logical manipulation!
• Form mental representations of a
series of actions!
Concrete Operational Stage
Although children are using abstract terms,
they are doing so in relation to concrete
objects—objects to which they have direct
sensory access.!
Formal Operational Stage
The person is able to reason in purely
symbolic terms.!
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
31. Alternatives to Piaget’s Theory
Piaget’s
theory
may
be
invalid
because
such
factors
may
have
affected
child’s
response.
Informa-on-‐Processing
Approaches
Informa7on-‐processing
skills—specific
skills
at
gathering
and
analyzing
informa7on
from
the
environment.
Knowledge-‐Acquisi-on
Approaches
Knowledge—understanding
of
how
facts
in
a
par7cular
domain
are
organized.
Sociocultural
Approaches
Culture
can
influence
children’s
development
in
several
ways.
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
32. Theory of Mind
• Much of our behavior toward other
people is based on our understanding
of what they are thinking.!
metacognition Thinking about thinking.!
which
is
generally
HOW DOES A CHILD’S THEORY OF MIND
DEVELOP?
3 steps
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
33. 1 At
2,
children
have
an
understanding
of
simple
desires,
emo7ons,
and
perceptual
experiences
but
do
not
understand
that
people
mentally
represent
both
objects
and
their
own
desires
and
beliefs.
2 At
3,
children
begin
to
talk
about
beliefs
and
thoughts
as
well
as
desires,
and
seem
to
understand
that
beliefs
can
be
false
and
true.
Yet,
they
con7nue
to
explain
their
own
ac7ons
and
others
by
appealing
to
desires
rather
than
beliefs.
3 At
4,
children
begin
to
understand
that
people’s
thoughts
and
beliefs
affect
their
behaviors
and
that
people
can
have
beliefs
that
simply
do
not
reflect
reality.
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
34. Overall
level
of
cogni7ve
development
determines
ones
MORAL JUDGEMENT
Children’s
understanding
of
moral
rules
and
social
conven-ons
He
proposed
that
children’s
understanding
of
rules
develops
in
a
series
of
4
stages:
1 Children have no collective purpose.!
2 Children act more by the consequence
rather than by the intentions behind
an action. !
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
35. 3 Children give weigh to subjective
consideration. !
4 Youngsters show interest in generating
rules to deal even with situations
they never encountered. !
Ideological mode of moral reasoning.!
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
36. Personality and Social
Development
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
37. TEMPERAMENT
Mood-related personality characteristics.!
Research
emphasizes
that
con7nuity
or
discon7nuity
of
temperament
is
a
func7on
of
the
interac-on
between
the
child’s
genotype
(inherited
characteris-c)
and
the
environment.
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
38. EARLY SOCIAL BEHAVIOR
Parent-‐child
bond:
Child smiles! Parent encouraged!
8 Stranger Anxiety!
months
14 -18 Separation Anxiety!
months
This is because of
• Memory capacity
3 Secure! • Autonomy
years
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
39. ATTACHMENT
An infant’s tendency to seek closeness
to particular people and to feel more
secure in their presence. !
A
caregiver’s
sensi-ve
responsiveness
to
baby’s
needs
produces
secure
aYachment.
A
caregiver’s
response
is
not
the
major
cause
of
aJachment
behaviors.
AYachment
paYerns
may
reflect
this
interac-on
between
baby’s
temperament
and
parent’s
responsiveness.
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
40. The
mother’s
behavior
appears
to
be
the
most
important
factor
in
establishing
secure
aYachment.
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
41. LATER DEVELOPMENT
Securely
a5ached
babies
mostly
turned
out
to
be
enthusias7c,
posi9ve,
and
non-‐problema7c.
They
are
beJer
equipped
to
cope
with
new
experience.
Insecurely
a5ached
babies
grew
frustrated,
angry,
and
nega9ve;
they
easily
give
up
given
difficul7es.
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
42. EFFECTS OF DAY CARE
Children
are
not
significantly
affected
by
nonmaternal
care.
Good
quality
day
care
can
reduce
the
effects
of
growing
up
in
a
highly
stressed
home
life.
Low
quality
day
care
however,
may
lead
to
nega7ve
effects
on
a
child.
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
43. GENDER IDENTITY
A firm sense of oneself as either male or
female!
SEX TYPING
Acquisition of behavioral characteristics
that a culture considers apporpirate to
ones sex. !
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
44. But are gender identity
and sex typing simply
the product of cultural
prescriptions and
expectations, or a are
they partly a product of
“natural” development???
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
45. Psychoanalytic Theory
Sigmund Freud!
3 “Beginning
of
the
Phallic
Stage
of
years Psychosexual
Development”
• Children are aware of their reproductive organ.
• They develop sexual feelings to the opposite sex.
• Oedipal Effect—they feel jealous of their same
sex parent
• Later on diminishes as child wants to become
that of the same sex parent—sex typing.
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
46. Social Learning Theory
Sex typing is because of the way a sex
is treated in a culture. !
Contradictions
• Children themselves may construct and
enforce their own exaggerated version
of society’s gender rules.
• Development patterns to the child’s
view of gender rules.
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
47. Cognitive-Developmental Theory
Proposes that gender identity plays a
critical role in sex typing. !
2 • Children are able to identify their own sex
years
in a photo.
• Able to identify sex of a stereotypically
dressed man or woman in a photo but
cannot predict another child’s toy
preference.
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
48. 3 • Children are able to separate photos of
years boys and girls but do not know if they
will either become a mother of a father.
Gender Constancy
The understanding that a person’s sex remains the
same despite changes in age and appearance.
Contradiction
Children have strong and clear preference for
activities deemed appropriate for their sex long
before they attain gender constancy.
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
49. Gender-Schema Theory
A set of beliefs about gender.!
• Children become sex-typed because sex is a major
focus around which their culture chooses to
organize its view of reality.
• It implies that if the culture becomes less sex typed,
children will be less sex typed in their behavior and
self-concept.
Source:
Atkinson
&
Hilgard’s
Introduc7on
to
Psychology
14th
ed.
50. SOURCES
Main source:!
Atkinson & Hilgard’s
Introduction to Psychology 14th ed.
Source of photos:!
Google ™
